2015 STUDENT Program Curriculum Template For step-by-step help in completing this document, please see the accompanying guide.

BASIC PROGRAM INFORMATION

Host Institution: STARTALK Central

Program Title: Oh, the Places We Will Visit! Tourist and Traveler

Grade(s) of Learners: Language(s): Grades 6–12 K-2, 3-5, 6-8, 9-12

Heritage Speakers? No Non-Heritage Speakers? Yes

Program Setting: Residential: Non-Residential: x Distance/Online Component:

Other (please specify):

Duration: Weeks/Days: 15 Contact Hours: 60 days

Target Proficiency Level: Target Per formance Level (s): Novice High/Intermediate Intermediate Low/Intermediate Mid (by end of program) (during and by end of program) Low

If your program will enroll learners at different developmental and language proficiency levels, please fill out a separate template for each group.

Curriculum designed by:

Email:

STARTALK-Endorsed Principles for Effective Teaching and Learning  Implementing a standards -based and thematically organized curriculum  Facilitating a learner-centered classroom  Using target language and providing comprehensible input for instruction  Integrating culture, content, and language in a world language classroom  Adapting and using age-appropriate authentic materials  Conducting performance-based assessment

STAGE 1: What will learners be able to do with what they know by the end of the program?

Program Overview and Theme In a paragraph, provide a brief overview of your program. What is the theme that will guide standards-based instruction and learning throughout the program? What will learners experience during the program? What do you hope learners will be able to do after the program ends?

A group of friends signed up for an excursion to the Kashf Foundation in . The group found an exciting option that they will pursue with their parents’ permission. This excursion goes beyond the typical sightseeing expedition by taking them to Lahore, , and . In Lahore they will visit the Kashf Foundation. Established in 1999, this was “the first specialized microfinance program in … to specifically target women from low income communities, which has now transformed itself into the first wealth management company for women from low income households. The organization focuses on enhancing the role that women can play in improving the economic status of their families by building their entrepreneurship skills through access to business loans, improving their financial management skills by delivering financial education training, and reducing family level contingencies by providing micro- insurance services”.1

Students first spend a week traveling to Karachi to see to landmarks like the Quaid-e-Azam House/ Wazir Mansion, Shri Swaminaryan Mandir, and other historical sites, and Islamabad to visit the Gate of Fort, the at Gulshan Dadan Khan, and Purana Qila. Next, they spend three days with a local family in Lahore where they can practice their language skills and gain an understanding of family life. They will also visit historical sites like Shahi Qila, , Shalimar Gardens, the of , as well as important places such as the inner city and the . During their stay, they will write daily blog posts describing their adventures and include photos that document their journey. The International Rotary Club in Karachi wants them to give lunchtime speeches about their experiences. They should plan to bring artifacts and photos to supplement their presentations. Afterwards, they will interact with the members by answering questions and conversing about the trip. This presentation will be part of the final STARTALK program celebration for parents, friends, and community members.

1. Source: http://kashf.org/?page_id=16

Learning Targets Identify the learning targets for your program. First, choose the NCSSFL-ACTFL Global Can-Do Benchmarks that are appropriate to learners’ proficiency level(s) and your program goals. Then, select program specific NCSSFL-ACTFL Can-Do Statements that reflect the specific content of your program or create your own. Attention to and balance of the various modes will depend on your program goal(s). A master list of the NCSSFL-ACTFL Global Can-Do Benchmarks and Can-Do Statements is available at https://startalk.umd.edu/resources/NCSSFL_ACTFLCanDos.pdf . You will then be able to use LinguaFolio® Online to document the learning targets you've selected.

PROGRAM CAN -DO STATEMENTS NCSSFL-ACTFL GLOBAL CAN-DO BENCHMARKS OR NCSSFL-ACTFL CAN-DO STATEMENTS Be sure to label the mode and proficiency level of each statement. Number the Can-Do statements here and then transfer to Stage 3.

Interpersonal Speaking I can talk with friends and family about my likes and dislikes and Novice High: I can participate in conversations and exchange information on a number of familiar topics using simple my reasons for signing up for combination travel. sentences. I can handle short social interactions in everyday I can exchange personal information with my travel companions, situations by asking and answering simple questions. my leaders, and my host family.

I can talk about my daily routine during the homestay and Intermediate Low: I can handle short social interactions in everyday situations by asking and answering a variety of compare that schedule with what I normally do at home and questions. what I am doing in the STARTALK program. I can talk about a few customs and traditions that I learned when interacting with native speakers of Urdu.

I can talk about the tourist aspects of the trip, including places I visited and things I did.

I can talk about things to do in a city and give and ask for directions for getting around in the cities of Pakistan.

Presentational Speaking

Novice High: I can present information on most familiar topics I can describe my summer plans for traveling and living with a using a series of simple sentences. family in Pakistan. Intermediate Low : I can make presentations on a wide variety I can describe the travel and homestay environment (including of familiar topics using connected sentences. where I stay, conditions, expectations, travel companions, and leaders). I can give a presentation about the famous places I visited and about an experience I had during the homestay. Presentational Writing

Novice High : I can write briefly about most familiar topics and On a blog or in the comments section of a tourist website, I can present information using a series of simple sentences. write about a vacation I took in Pakistan. Intermediate Low: I can write on a wide variety of familiar topics I can write about customs and traditions I have learned. using connected sentences.

I can write out a draft of a presentation that I plan to present orally, including notes for the speech I will make in Urdu to the International Rotary Club members. Interpretive Listening

Intermediate Low: I can understand the main idea in short, I can understand simple questions about my vacation. simple messages and presentations on familiar topics. I can understand the main idea of simple conversations that I I can understand simple descriptions of the places I visited. overhear. I can understand simple directions to find my way around town.

Interpretive Reading

I can understand personal questions to complete a profile on an Intermediate Low: I can understand the main idea of short and application to live with a host family. simple texts when the topics are familiar. I can understand basic information on travel brochures and on websites in Urdu. I can understand postings in blogs on familiar topics.

STAGE 2: How will learners demonstrate what they can do with what they know by the end of the program?

Summative Performance Assessment Describe the major summative performance assessments you will use for each of the three communicative modes. These assessments will provide evidence that learners have achieved the program learning objectives.

INTERPRETIVE TASK INTERPERSONAL TASK PRESENTATIONAL TASK

Learners understand, interpret, and analyze what is Learners interact and negotiate meaning in spoken, or Learners present information, concepts, and ideas to heard, read, or viewed on a variety of topics. written conversations to share information, reactions, inform, explain, persuade, and narrate on a variety of feelings, and opinions. topics using appropriate media and adapting to various

audiences of listeners, readers, or viewers. After reading brochures or perusing On a daily basis, students post blog Students make a presentation to the websites that advertise summer travel messages about their experiences International Rotary Club in Pakistan. experiences in Pakistan, students during the travel and homestay They highlight places they visited and complete an organizational grid with portions of the trip. They respond to what they learned about the people, relevant information such as location, posts from parents and friends in an their customs, and their country. This dates and duration of the trip, ongoing conversation. In class, they presentation will be given to other experiences, benefits, requirements, compare experiences and discuss what speakers of Urdu and will also be part and costs. They share the information to include in the final presentation for of a travel “fair” held at the end of the with their parents in order to convince the Rotary Club in Pakistan. Students program. them to allow them to take part in this connect with friends on Skype to share summer experience. their travel experiences.

STAGE 3: What will prepare learners to demonstrate what they can do with what they know?

Learning Experiences In this section, list the major learning experiences and related evidence of learning from the beginning through the end of your unit/program. Complete the first column with the program Can-Dos developed or identified in Stage 1. In the second column, determine the specific linguistic, cultural, and other subject matter knowledge and skills that learners will acquire as they work with your program theme. In the third column, indicate the learning experiences that will allow learners to develop these skills and knowledge so that they can perform the summative tasks identified in Stage 2.

PROGRAM CAN -DO STATEMENTS NCSSFL-ACTFL CAN-DO STATEMENTS LANGUAGE, CULTURE, CONTENT MAJOR LEARNING EXPERIENCES & EVIDENCE Learners need to use . . . Learners will experience & demonstrate . . . Learners can . . . List the vocabulary, grammatical structures, Describe the key learning Copy these Can-Dos directly from Stage 1, language chunks, cultural knowledge, and content tasks/activities/formative assessments that Column 2. Use one row per Can-Do. information that learners need to accomplish the allow learners to demonstrate that they can Can-Dos listed in column 1. meet the stated Can-Do.

Stage 3 may have more learning experiences than are possible given the timeframe. The intent was to offer a representative sample knowing that different languages would have to adapt to address differences in languages and materials.

Interpersonal Speaking

I can talk with friends and family about my Why do you want to participate in a The teacher organizes students into “buzz likes or dislikes and my reasons for travel/home stay experience? groups” of three or four individuals to • signing up for a combination travel and to travel in – X-kaa safar + karnaa discuss their reasons for wanting to travel, • home-stay program. homestay – khaandaan ke saath the activities they want to participate in, rahnaa and the places they would like to visit. • to experience, to feel – X-ko Each buzz group discusses one of the mahsuus + karnaa topics and comes to a decision about the • to participate – X-meN hissaa top three items that interest them (reasons lenaa for taking part in the combined What will you do during the travel portion travel/homestay, activities, reasons for or during the home stay? traveling, and places they want to visit). One person from each group reports the • tum safar ke dauran kyaa karo ge? findings to the class in Urdu • Where will you go? – tum kahaaN jaoge? I want to /am interested in travel/experience another culture/perfect my language skills • duusrii tahziib aur zabaan siikhnaa, chaahtaa/chaahtii huuN • duusrii tahziib aur zabaan siikhne meN kaa shauq hai I will meet new people. • mujhe naye log mileNge • maiN naye logoN se miluungaa/miluuNgii I will be able to use my language skills – mujhe urduu meN baat karne/bolne kaa maukaa milegaa I will work with local residents. • yahaaN/vahaaN ke rahnewaale logoN se milne-julne kaa maukaa milnaa • unke saath kaam karnaa • unke saath waqt guzaarnaa I will see new places and learn about the culture. • naiyii jagaheN dekhnaa • tahziib ke baare meN siikhnaa Grammar: • Future tense: Verb stem + - 1 ps. sg. uuNgaa/uuNgii (main) - 2 ps. pl. oge/ogii (tum ) - 2/3 ps. sg. egaa/egii (tuu , vah/yah ) - plural eNge/eNgii (ham baazaar jaayeNge ) • Expressing “to want to do” – direct infinitive + chaahnaa (vah vahaaN jaanaa chahtaa hai ) • X- se milnaa and X-ko milnaa (mujhe bahut naye log mileNge vs. main un logoN se miluuNgaa/miluuNgii ) I can exchange personal information with My name is . . . Where are you from? On the first days of the trip, students meet my travel companions, my leaders, and Where do you live? I am from . . . I live in . and greet one another. They circulate and my host family. . . I was born in. gather information about their travel companions. As they learn more about • aap kahaaN se haiN/aap kahaaN their travel companions, they form rahte haiN? similarity groups (students who have • aap kahaaN paidaa hue? three or more things in common) and What do you like/dislike to do in your free report to the whole group about their time? I like to . . . commonalities. In small groups, students reminisce and • mujhe + infinitive + list experiences they have had on (zyaadaa/nahiiN ) pasand hai previous vacations or homestays. These • aap ko fursat ke vaqt kyaa karnaa lists are then used to create “find pasand hai? • someone who” activities where students aap ke shauq kyaa haiN? interact to find the person in class who • paRhne, sair karne, ghuumne + kaa has done a certain thing. In small groups, shauq hai students discuss the activities, deciding if • safar karnaa, mauseeqi sunnaa they were funny, sad, scary, awkward, achchhaa/buraa lagtaa hai etc. What is your favorite type of music? Musical group? Artist? • musician – mauseqaar (m/f) • artist – adaakaar (m/f) • sab se/zyaadaa pasandidaa, manpasand I play/Do you play sports? Which ones? • aap kyaa/kahaaN/kiske sath khelte haiN? Do you play a musical instrument? Which one? • kyaa aap mauseeqi sunte haiN? • koi saaz bajaate bhii haiN? • aap kyaa bajaate haiN? • Aapko kaunsaa saaz bajaanaa aataa hai Grammar: • Constructions expressing obligation: X-ko + infinitive + chahiye/honaa/paRnaa - hameN hindii/urduu bolnii chahiye - klaas meN janaa hai - imtahaan denaa paRegaa • Constructions with lagnaa : - Noun + lagnaa (mujhe bhuukh lagii hai ) - Adjective + lagnaa (mujhe aam achchhaa/buraa/miThaa lagtaa hai ) - Oblique infinitive + lagnaa (ve gaane lage ) • Construction with indirect verb aanaa for skill – X ko + infinitive + aanaa construction – to know how to ( mujhe/mujhko deshii khaanaa pakaanaa aataa hai, usko tairnaa aataa hai ) I can talk in Urdu about my daily routine Daily activities: In pairs, students create a Venn diagram during the homestay and compare that to illustrate similarities and differences • in the morning – subah meN schedule with what I normally do at home between their daily schedules at home and what I am doing in the STARTALK and abroad. They display their diagrams program. • in the afternoon – dopahar meN and talk about an ideal daily schedule, possibly one that blends elements of both • in the evening – shaam ko/meN cultures. • at night – raat ko/meN • to get up – uThnaa • to dress up - kapRaa pahannaa • to bathe – nahaanaa • to eat breakfast – naashtaa karnaa • to watch television – Tiivii dekhnaa • to hangout with friends – dostoN ke saath samay bitaanaa/waqt guzaarnaa; tafrii karnaa; ghuumne jaanaa • to eat dinner – raat kaa khaanaa khaanaa • to go to sleep – so jaanaa • to everyday – har roz, rozaaanaa • usually – aam taur par, aksar • to be busy – masruf honaa/rahnaa Grammar: Time expressions (twelve hour clock): • AM – diin kaa/ke • PM – sham/raat kaa/ke • Hourly – ek bajaa hai, do baje haiN, paaNch baje haiN/ • quarter after – savaa bajaa hai, savaa do/tiin/chaar baje haiN • half hourly – DeRh bajaa hai, Dhaaii baje haiN, saaRhe tiin/chaar/paaNch baje haiN • quarter before – paun bajaa hai, paune do/tiin/chaar baje haiN • minutes after – paaNch bajkar das minaT hue haiN • minutes before – paaNch bajne meN das (baakii) haiN

I can talk about a few customs and Attending and participating in a wedding Team word webbing. Working in small traditions that I learned when interacting ceremony: groups, students brainstorm a concept with Urdu speakers. map. They contribute ideas orally and • going to a wedding – shaadii meN assign one team member to record their jaanaa ideas on a piece of chart paper. They talk • organizing a wedding/help in – about different ceremonies of a wedding, shaadii kii taiyaarii karnaa; X ko such as the list of rituals, roles of different madad+denaa vs. X-kii relatives in various rituals, and special madad+karnaa wedding costumes and ornaments. • receive/send an invitation to a In small groups students reminisce and wedding – X-ko daavat + list experiences they have had on milnaa/bhejnaa previous vacations and/or celebration. These lists are then used to create “Find • to participate in functions – rasmoN Someone Who” activities where students meN hissaa lenaa interact to find the person in class who • rituals – rukhsati (f), valima (m), has done a certain thing. In small groups mehndi (f) students discuss the activities deciding if they were funny, sad, scary, awkward, Grammar: etc. • Conjunct verbs:

- Noun (m) + karnaa (X-kaa intazaam/intazaar + karnaa) - Noun (f) + karnaa (X-kii saafaaii/madad/koshish + karnaa) - Adjective + karnaa (X-(ko) thiik/saaf/taiyaar karnaa) • Presumptive: - Present progressive presumptive – progressive participle + honnaa in the future tense ( baaraat aa rahii hogii) - Perfect presumptive – perfect participle + hohaa in the future tense (Note: ne construction is used with participles of transitive verbs – baaraat aayii huii hogii vs. unhoNne usko bhejaa hogaa ) - Present habitual presumptive – present participle + honaa in the future tense ( uske saath kaam kartaa hogaa ) • Causatives: - bhejnaa-bhijvaanaa - sajaanaa-sajvaanaa - khaanaa-khilaanaa-khilvaanaa - piinaa-pilaanaa-pilwaanaa - bannaa-banaanaa-banvaanaa

I can talk about the tourist aspects of the Sightseeing activities and descriptions: Students each receive a card with the trip, such as places I visited and things I name of a famous site in one of the cities • I saw – main ne mahal (m) did. they visit written in Urdu. They circulate to dekhaa/imaarat (f) dekhii ask and answer questions about the sites • I visited – main (m/f) gayaa/gayii that their classmates have. They must ask at least five questions before they • I climbed – X par chaRhnaa guess the name of the place. Working in (siiRhii par chaRhnaa ) pairs, students create a collage of famous • I hiked – paidal gayaa/gayii places in Pakistan where Urdu is spoken. They join with a different pair to ask and • I took pictures of – maiN ne answer questions about the sites. foTo/taswiir khiiNchii • I learned about – main ne Mughal taariKh ke bare meN siikhaa • It is famous – X ke liye mashhuur hai • Made of marble/stone – sangmarmar kaa banaa huaa Grammar: • Perfective: transitivity/intransitivity in use of the ne construction and exceptions: - no use of ne + Darnaa, laanaa, bhulnaa, milnaa - optional use of ne + bolnaa, samajhnaa - use of ne + intransitive verbs related to bodily functions – chhiiNknaa, khaaNsnaa, nahaanaa • Relative correlative clauses: - jo-voh, jitnaa-utnaa, jaisaa-vaisaa, jab-tab, jahaaN-vahaaN • Participles: - adjectival use ( X-kaa banaa huaa mahal ) - adverbial use ( dekhte hii khush hue; kaam karte hue/kaam karte- karte thak janaa; baiThe-baiThe uub/udaas ho janaa ) I can talk about things to do in a city and Visiting places: Students are given sentences reflecting give and ask for directions for getting possible activities that they might do in a • What would you like to do? – aap around in the cities I visit. city. They discuss what they want to do ko kyaa karnaa pasand hai? and then work with a map to decide how • Where is . . . located? – kahaaN hai? kahaaN maujuud hai? to sequence the activities for the day. • Can you please give me directions to . . . – kaise pahuncheNge • How long/much money will it take – kitnaa waqt/paisa + lagnaa • Sequence expressions: - first – pahle - then – baad meN/phir - finally – akhir meN - in the meantime – itne menN • turn right/left, front/back – daayeN/baayeN, aage/piichhe + jaanaa/muRnaa • go straight – sidhe jaanaa • continue – aage chalte jaanaa • at the corner – kone meN • it is close/far – nazdiik/paas/duur hai • distance between – ke biich kaa faaslaa/kii duurii Grammar: • Habitual tense: verb stem + taa/te/tii + auxiliary honaa vs. • Frequentative aspect: verb past participle always in m.sg. + auxiliary karnaa (log aayaa-jaayaa karte haiN) • Progressive tense: verb stem + rahaa/rahe/rahii + auxiliary verb honaa (baarish ho rahii hai) vs. • Continuous aspect: verb stem + taa/te/tii + auxiliary rahnaa (chalte rahiye, baiThe rahiye, baariish hotii rahegii ) • Conjunctive: V stem + kar (khaakar, paRhkar)

Presentational Speaking

I can describe my summer plans for • I want to . . . because . . . – maiN Students create a concept map that traveling and living with a family in Lahore + infitive + chaahtaa huuN, kyoNki outlines their summer plans and their where Urdu is spoken. . . . reasons for traveling. They then assemble an electronic poster with • travel abroad – videsh jaanaa, information they brainstormed. videsh kaa safar karnaa/videsh meN ghumnaa • explore new places – nayii jagaheN dekhnaa • perfect my target language skills – urduu behtar karnaa • to hike – chaRhnaa • to trek – paidal chalnaa • to swim – tairnaa

I can describe the travel and homestay Making polite requests: Students record a daily reflection using a environment (where I stay, conditions, site like http://vocaroo.com and then e- • meharbanii karke ek kamraa expectations, travel companions, leaders). mail the audio file to family and friends. dihkaayeN! They begin with a description of their • aachhaa hogaa agar aap ek living conditions and on subsequent days achhaa kamraa dikhaayeN! talk about the rules and expectations, their new friends (traveling companions), • zaraa mujhe kamre ke baare meN and their leaders. kuchh bataaeN Working in groups, students go online to Staying at a hotel: locate appropriate hotels. Each group selects what they feel is the best choice • hotel room – hotel kaa kamraa and then prepares a brief presentation to • single/double bed – ek/do bistar give to the other groups. The class votes on the best option. • bathroom – bathroom/gusalkhanaa (m) Each student goes online to select a housing option for the homestay. They • luxurious – aaraamdeh also create the perfect family for them. In • simple – maamuulii small groups, they share information about where they will live and their host • amenities – assaa’ish ka saaman family. • light outside – baahar ki roshnii • wake-up call – X-ko jagaanaa

Describing someone’s physical appearance – jismaani waz’a • tall – lambaa ; and short – naaTaa • heavy – moTaa ; and lean – patlaa • long limbs – lambii baaheN aur TangeN • wide chest – chauRaa siinaa • long hair – lambe baal ; and short hair – choTe baal • straight hair – siidhe baal ; and curly hair – ghungharaale baal • big eyes – baRii aankheN • to wear glasses - chashmaa + pahannaa Personality descriptors: vyaktitva/svabhaav kaa vivaraN/shakhsiyat kii pehchaan • honest – imaandaar • dishonest – beimaandaar • hard-working – mehnatii • lazy – sust • brave – bahaadur • scared – Daraa huaa • generous – bare dil kaa/kii/sakhi • stingy – kaNjuus • responsible – zemmedaar • irresponsible - Gairzimmedaar • emotional – jazbaati • short-tempered – ghussail/ghusiila/lii • patient – karaar • impatient – bekaraar • pleasant – khushmizaaz • modest – siidhaa-saadaa • serious – sanjiida • talkative – baatuunii • quiet – kam bolnewaalaa/bolnewaalii/khamosh tab’a • mischievous – sharaartii/badtamiiz • well-behaved – tamiizdaar

I can give a presentation about a famous Describing a visit: Students assemble an electronic photo place I visited in Pakistan or about an album of the sites they visit while • I visited – maiN ne . . . experience I had during the homestay. traveling and in the homestay in Lahore. dekhaa/ghuumne gayaa/gayii • It is located near, close to, far They record a travelogue with from, etc. descriptions of the landmarks and places, including personal comments and • It is made of – X se banaa huaa preferences. hai

- rock – patthar (m) - bronze – piital (m) Students create a brief documentary that - steel – sTiil (m) loha highlights the sites they found most • interesting during the summer I spent time – vaqt guzaarnaa travel/homestay experience in Pakistan. • I stayed for (X time) – X mahiine/hafte/din vahaaN rahaa/rahii (Note for students – no Each student posts one image with the use of ke liye with time) intent of doing a podcast on that image. Once the initial recording is made, three Describing a landmark/place: additional students must comment or ask • square – varg questions. The original author then records the final podcast, incorporating • circular – gol da’ira the additional detail suggested by others. • rectangular – qa’im ul zawi’a • spread out – phailaa huaa/phailii huii • exciting – josh-angez/dilchasp • boring – ubaauu/bezaar-kun • unusual – khaas • historic – taariiKhii • political – siyaasii • peaceful – pur-sukoon • noisy – shorgulwaalaa/pur-shor

Presentational Writing

On a blog site, I can write about a vacation Daily travel/home stay activities (see Students write blog postings nightly about I took to Pakistan where Urdu is spoken. above) the day’s itinerary and activities. They comment on their experiences and their Descriptions: physical and personality (see preferences. above) of traveling companions and leaders (see above) Daily schedule (see above) Sites visited (see above) Interesting facts and cultural understanding acquired (see above)

I can write about something I have Characteristics of host family members: Students work in groups to post images learned. descriptive phrases about physical and reflecting a typical day using a site like personality characteristics (see above) Voicethread.com. They record their Daily schedule while living with host comments. Other students read what is family (see above) posted, asking follow-up questions and recording additional thoughts based on The family’s daily life is similar to or their experiences. different than my life at home (see above) Feelings about the experience: excited, scared, comfortable, uncomfortable, interesting, hectic, fun, etc. (see above)

I can write out a draft of a presentation Products, perspectives and practices of Students prepare a digital presentation that I plan to present orally, including the target region: that they will give to the International notes for the speech I will make to the Rotary Club members in Lahore. They • village life in Pakistan – ga’oN kii International Rotary Club members in write an outline and notes, making sure to zindagii Lahore about my trip to the Kashf include important information and their Foundation. - khetiibaarii karnaa reactions to the experiences they had at - phasal ugaanaa, kaaTnaa aur the Kashf Foundation. This presentation jamaa karnaa will also be shared at the travel fair held at the end of STARTALK camp. - hal chalaanaa - biij bonaa - siiNchaaii karnaa • tools and crops – kudaal (m/f), haNsiyaa (f), dranti (f), makkaa (m)/ makkii (f), gehuuN (m), sarsoN (f) • environment – maahaul - maiN raddobadal aur tarraqii - banjar aur upjauu zamiin/banjar aur - zamiin - namii, baRh aur suukhaa/baarish aur • sources of energy – tawanaa’ii ka mam’ba (paanii, koylaa, tel, gaiz, lakRiii ) • forestation – darakht laganaa, hariyaalii baRhanaa, janglaat • water conservation –panii kii bachat karnaa/ • water supply – paanii kaa intazaam/kii farahmi: nal (m), naalii (f), kuaaN (m), sotaa (m), soTii (f), nadii (f), maTkaa (m), ghaRaa (m), baalTii (f) • food resources – ashi’aye khordni ke wasaa’il - sarkaarii raasan (m) - khetii (f) kii upaj (f), anaaj (m) - saag-sabzii (f), maaNs/gosht (m), machlii (f), phal (m) • rural education – gaaNv meN taaliim • women’s role and empowerment – khawateen ka kirdar aur ikhtiyaraat • health issues – sehat ke massa’il Personal feelings and experiences about the trip (see above) Interpretive Listening

I can understand simple questions about Names of activities and places visited Students listen for the daily times of my vacation. (see above) events and fill in a graphic organizer with the information. Time expressions using the twenty-four Students use the information they hear to hour clock (see above) create their own daily schedules, making sure that they have recorded times when the group will do something together. Students listen to travel announcements of various types—schedules, days and dates, hours of operation—and will indicate when certain events occur.

I can understand simple descriptions of Name of site Working in pairs, students will identify the places I visited. Location various places visited on the trip from oral descriptions. Together, the pair of Geographical characteristics: students will assemble a collage based • directions: on the descriptions. They share their collages on the group travel wiki or blog. - in the north – shumal meN - in the south – junoob meN - in the east – mashriq meN - in the west – maghrib meN • topographical features: - flat – maidaanii - mountainous – pahaaRii - desert area – registaanii ilaaqaa - forest area – janglii ilaaqaa Descriptive expressions (see above) I can understand simple directions to find Giving directions: Listening to oral directions, students my way around town. Turn right or left identify places in a city that they might want to visit. Go straight Students take part in geocaching or a Corner similar type of scavenger hunt to find Continue for . . . blocks/kilometers artifacts associated with travel. (for language targets in this section, see above)

Interpretive Reading

I can understand personal questions to Name Students complete a personal profile for complete a profile on an application to live Age the homestay portion in Lahore. This will with a host family in Lahore. be shared with the host family. Address E-mail Gender Preferences Reasons for participating in the travel program or homestay (for language targets in this section, see above)

I can understand basic information on Location JigSaw: The teacher divides the class travel brochures and on websites. Itinerary into groups of three or four. Each group is in charge of scanning different websites Schedule for travel opportunities in a country where Cost the target language is spoken (the teacher will have the sites bookmarked Dates on Diigo or a similar site for students to use). They fill in a grid with relevant Requirements information for the class (name of city, Interesting sites, experiences, activities itinerary, requirements, cost, duration, tourist sites). (for language targets in this section, see above)

I can understand blog postings on familiar Names and descriptions of monuments Students read blogs of classmates and topics. or sites that students will visit during the respond to two posts per day. travel or homestay program Students will read authentic target Daily schedule while living with the host language blogs that comment on travel family homestays and will respond to questions Descriptions of the host family members in English. Daily experiences and reflections on cultural similarities and differences (for language targets in this section, see above)

You may add additional rows as necessary. Materials & Other Resources Describe the primary resources that you plan to use for the program. Be specific so that these resources can be shared with other programs.

Materials: (Teachers may decide to play the video clips without sound so that they might supply the narration, making the information more comprehensible for students. Similarly, they might add visuals to the readings or divide the information into sections.)

Text-based online materials: Lahore: http://ur.wikipedia.org/wiki/%D9%84%D8%A7%DB%81%D9%88%D8%B1 http://lahore-123.blogspot.com/2011/11/badshahi-masjid-information-in-urdu.html http://lahore-123.blogspot.com/2011/12/lahore-fort-shahi-qila-in-urdu.html http://lahore-123.blogspot.com/2011/12/lahore-ka-jo-zikar-kiya-read-in-urdu.html

Karachi: http://ur.wikipedia.org/wiki/%DA%A9%D8%B1%D8%A7%DA%86%DB%8C

Islamabad: http://ur.wikipedia.org/wiki/%D8%A7%D8%B3%D9%84%D8%A7%D9%85_%D8%A2%D8%A8%D8%A7%D8%AF

Peshawar: http://ur.wikipedia.org/wiki/%D8%A7%D8%B3%D9%84%D8%A7%D9%85_%D8%A2%D8%A8%D8%A7%D8%AF

Quetta: http://ur.wikipedia.org/wiki/%DA%A9%D9%88%D8%A6%D9%B9%DB%81

Video materials: Khashf Foundation: http://www.dailymotion.com/video/xvf34h_ms-roshaneh-zafar-s-interview-m-d-kashf-foundation_news

Lahore: https://www.youtube.com/watch?v=HSaj0YpovHk http://www.dailymotion.com/video/x17c9d8_shahi-qila-lahore-geo-ajooba-documentry_travel https://www.youtube.com/watch?v=EDtESIdaGsQ https://www.youtube.com/watch?v=wYNSVbByi1U

Karachi: https://www.youtube.com/watch?v=dZmj_qBhTyA https://www.youtube.com/watch?v=GkPab6NY2Vk (in English) https://www.youtube.com/watch?v=TfHAu2xLHYs (no commentary)

Islamabad: https://www.youtube.com/watch?v=jwHLuY4UrJA https://www.youtube.com/watch?v=ZMRd_outW2s (Shah Allah Ditta Village, Islamabad)

Travel in Pakistan: http://www.dailymotion.com/video/x17c80b_national-ka-pakistan-episode-01-sukkur-part-01_travel (series) https://www.youtube.com/watch?v=f9jW07-CVRE (village life, no commentary) V materials Pakistani wedding: Wedding clothes: http://urdubollywood.blogspot.com/2010/08/shaadi-par-ravaiti-kapre-pahnon-gi.html

Daily Schedule Describe the typical daily schedule for a participant. Consider how to create a program day that creates a blend different types of activities and learning experiences throughout the day.

TIME FRAME ACTIVITY

You may add additional rows as necessary.